scholarly journals Optimalisasi Pendekatan Scientific dalam Pembelajaran Pendidikan Agama Islam

2020 ◽  
Vol 11 (2) ◽  
pp. 201-222
Author(s):  
Sarini Musyafi'ah Ali ◽  
Kartini Ponengoh
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Lesson Plans ◽  
Learning Activities ◽  
Knowledge And Skills ◽  
Library Research ◽  
Scientific Approach ◽  
Competency Based ◽  
Stages Of Learning ◽  
Learning By Using

This study serves to determine the extent of the use of scientific approaches inlearning Islamic religious education. The method used in this research is to uselibrary research or library research. Where research uses reference books, articles,and journals related to the research title. The 2013 curriculum is a development ofthe Competency Based Curriculum which was first released in 2004 whichincludes competency attitudes, knowledge, and skills by using a scientificapproach in learning. Learning by using a scientific approach is a learning processthat is designed so that students are actively involved in contradicting principles,concepts, or laws by going through several stages of learning activities. The workprocess of this approach is to prioritize the logic of inductive thinking rather thandeductive. Learning with a scientific approach is a learning process that isdesigned so that students are actively involved in understanding the materialwithout relying on information conveyed by the teacher. The learning step with ascientific approach includes observing, asking, trying, reasoning (associating),concluding, and communicating (forming networks). The use of the scientificapproach is intended so that the material delivered by the teacher or educator canbe understood by students. Before carrying out learning activities using ascientific approach, the teacher must make some preparations by preparinglearning instruments such as lesson plans. Basically, all learning activities are leftto each teacher to be able to develop innovation and creativity. although thepreparation is not the same as the example, but it can provide a reference for theuse of a scientific approach

scholarly journals TEACHERS’ DIFFICULTIES IN IMPLEMENTING THE 2013 CURRICULUM

2020 ◽  
Vol 1 (2) ◽  
pp. 98-114
Author(s):  
Rian Juanda ◽  
Anjas Pratama ◽  
Wita Rela Ningsih ◽  
Nur Baiti ◽  
Siti Raudhah ◽  
...  
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Basic Material ◽  
Assessment Instruments ◽  
Knowledge And Skills ◽  
Curriculum Assessment ◽  
Descriptive Research ◽  
School Based ◽  
Scientific Approach ◽  
Competency Based

The implementation of the 2013 Curriculum is the continuity of the implementation of the Competency-Based Curriculum and School-Based Curriculum, which includes integrated competency of attitudes, knowledge, and skills. It is not as easy as imagined since, in reality, it has been found some obstacles in implementing it. Therefore, the primary purpose of this research is to find out and describe the obstacles faced by teachers in implementing it. Moreover, the researchers used descriptive research design to achieve its goal. The research samples were English teachers who were from several different juniors and senior high schools. Then the researchers used a questionnaire and interview to gather the corpus. After analyzing the data, it found that they do not get significant obstacles in preparing the Lesson Plans. However, some points as evaluation are obstacles in adjusting the character values ​​based on the basic material competencies, and incompatibility between the materials in the syllabus and the 2013 Curriculum textbooks. Also, they find the difficulties in learning implementation such as how to bring applicative skills in the learning process, how to foster the students' creativity with the limited facilities, and how to apply the scientific approach stages especially for "Asking" and "Reasoning." Then they get quite tricky in implementing assessment of the 2013 curriculum, like many assessment instruments must be completed, and some teachers are proficient using the 2013 Curriculum assessment application.

scholarly journals IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM MATA PELAJARAN BAHASA INDONESIA DI SMP NEGERI 1KOTO BALINGKA KABUPATEN PASAMAN BARAT

2020 ◽  
Vol 9 (1) ◽  
pp. 75
Author(s):  
Hari Kusnindra ◽  
Atmazaki Atmazaki ◽  
Mhd. Hafrison
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Data Reduction ◽  
Language Teachers ◽  
Learning Activities ◽  
Data Presentation ◽  
Scientific Approach ◽  
Stages Of Learning ◽  
Bahasa Indonesia

ABSTRACTThis study aims to reveal three problems regarding the implementation of the scientific approach in Indonesian subjects Curriculum 2013. First, the application of the scientific approach. Secondly, there are obstacles in the implementation of learning. Third, the follow-up done by the teacher in overcoming the constraints of learning. This research was conducted with qualitative research using descriptive methods. Data collected in this study using the method of observation, documentation, and interviews. The data in this study were analyzed through data reduction, data presentation, and drawing conclusions. The subjects in this study were Indonesian language teachers at SMPN 1 Koto Balingka, West Pasaman Regency. The results showed that in learning activities using a scientific approach the teacher was doing well. In the learning process the teacher has explained the five stages of learning by using a scientific approach, starting from observing, holding, reasoning, trying, to communicating. The results of this study also show the results that there are still obstacles faced by teachers in the process of implementing learning, for example, constrained by supporting facilities and infrastructures in learning. In the learning process the teacher has done step 5 M and has a role as a facilitator so that students are actively involved in learning. In general, learning activities with a scientific approach have been going well, but there are still obstacles faced by teachers in their implementation. Kata Kunci: Implementasi, Pendekatan Saintifik, Pembelajaran              Bahasa Indonesia

Pengembangan Instrumen Penilaian Berbasis Pendekatan Saintifik Kelas IV SD Muatan IPA pada Subtema Hewan dan Tumbuhan di Lingkungan Rumahku

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yetty Fatri Dewi ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Learning Process ◽  
Fourth Grade ◽  
Assessment Instrument ◽  
Development Model ◽  
Information Process ◽  
Knowledge And Skills ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Scoring Rubric ◽  
Limited Testing

The purpose of this study was to develop an instrument to measure the knowledge and skills of fourth grade students in conducting scientific activities on the sub-theme of animals and plants around my house. The instrument consists of a number of items that lead the students to scientific activities (e.g.observe, ask, gather information, process and communicate information) that is equipped by a scoring rubric. The development model used is a model 4-D consists of 4 stages, namely define, design, develop, and desimanate. The validation and limited testing result shows that the scientific approach based-assessment instrument is feasible to use. The developed instruments can be used to evaluate the learning process and assists teachers in developing the competences of the students’s knowledge and skills in conducting scientific activities.

scholarly journals Scientific Concept According to Islamic Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 116
Author(s):  
Salamiyah Salamiyah
Keyword(s):  
Working Memory ◽  
Learning Process ◽  
Scientific Concept ◽  
Knowledge And Skills ◽  
Islamic Perspective ◽  
Scientific Approach

The scientific approach is the learning process with the activities of observing, asking, processing, presenting, concluding and creating. In Islamic there has been explained an explanation of the process of learning. Regarding this includes the process of working memory, mastery of knowledge and skills. This research uses the literature method and the data are analyzed descriptively. The scientific concept in Islamic has been carried out by prophets and apostles and has been developing until now. We can take a scientific approach from the story of Adam about knowing the names (Asma) and Abraham in seeking God. In both stories there is a scientific concept process that is (1) observing, (2) asking, (3) gathering information, (5) associating, and (6) communicating.

scholarly journals Implementasi Pendekatan Saintifik dalam Meningkatkan Pemahaman Peserta Didik di MTs NW Senyiur

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 127-141
Author(s):  
Ayatullah Ayatullah ◽  
Husnul Laili
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Scientific Approach ◽  
Way Of Thinking

According to the Ministry of Education and Culture, the scientific approach is a model for student-based learning to be motivated to be more active. The scientific approach is actually not much different from contextual-based learning activities. The knowledge and skills acquired by students are not expected to be the result of remembering a set of facts but are the result of discovering themselves. The scientific approach provides opportunities for students broadly to explore and elaborate on the material they are learning and provides opportunities for students to actualize their abilities through learning activities designed by the teacher. Learning outcomes are conditions that are achieved through learning. In general, everyone can define learning as an effort to improve the behavior of students from knowing to knowing, from not being able to being capable and not being able to be able and so on. From the results of learning can change the behavior and way of thinking of students better and will be stored, attached and not lost in the long term in the lives of students.

scholarly journals Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam

2016 ◽  
Vol 9 (2) ◽  
pp. 344
Author(s):  
Kusaeri Kusaeri ◽  
Rangga Sa'adillah
Keyword(s):  
Religious Education ◽  
Logical Structure ◽  
Arabic Language ◽  
Islamic Culture ◽  
Library Research ◽  
Scientific Approach ◽  
History Of ◽  
The Subject ◽  
Scientific Truth ◽  
Different Characteristics

<p>This article seeks to find out the intersection between scientific approach and Islamic religious education as a subject matter. The scientific approach adopts scientific steps in building scientific knowledge, i.e. such featuring dimensions as observation, reasoning, inquiry, validation anD and description of scientific truth. Since the scientific approach is regarded as too empirical, rational and logical. In Cartesian sense, it contradicts the logical structure of the subject of Islamic religious education. Five aspects of Islamic religious education (the Qur’ân, Hadîth, Aqîdah Akhlaq, Fiqh, history of Islamic culture, and Arabic language) have different characteristics, even demand a non-scientific logics such as intuition and revelation. Aqîdah (belief), for example, which consists of the doctrine of monotheism (<em>tawh</em><em></em><em>id</em>) is difficult to be scrutinized through empirical evidence. There are some other examples in this field which are difficult to be analyzed by means of scientific approach. Through library research, this article nevertheless finds that the logic of scientific approach and Islamic religious education can be integrated, since revelation and reason are mutually supportive.</p>

scholarly journals Pembelajaran Dengan Pendekatan Sainitifik Dalam Mata Pelajaran Pendidikan Agama Kristen di Kelas XII SMK Nusantara Palu

2021 ◽  
Vol 2 (2) ◽  
pp. 134-149
Author(s):  
Freliyanti
Keyword(s):  
Data Processing ◽  
Christian Education ◽  
Student Learning ◽  
Survey Research ◽  
Religious Education ◽  
Learning Activities ◽  
Data Process ◽  
Creative Learning ◽  
Scientific Approach ◽  
Improve Student Learning

They are learning against the scientific studies Christianity in class XI SMK Nusantara Palu, a lack of the institution of a school or teacher Christianity in developing learning the rendering in 2013. curriculum. The research was to see how the school or teacher Christianity uses creative learning the rendering in a lesson. Christian religious education Quantitative is the method used for the data process associated with Statistics. Data processing was using manual calculations based on the survey research distributed and occupied by students. Learning by a scientific approach to heed the Christian religion is very necessary and can help the teacher involve students in the process of learning activities. There should have been motivated to increase student learning activities and improve student learning activities. Motivated teachers who had children by passion and enterprising in learning. The results of the study in the article that a student expresses the teaching process become active in education Christianity and Christian education teachers be motivated to creative. Pembelajaran dengan pendekatan saintifik terhadap mata pelajaran pendidikan agama Kristen di kelas XI SMK Nusantara Palu, Pada setiap kegiatan proses pembelajaran selain diterapkannya pendekatan saintifik seorang guru harus mampu menetapkan model pembelajaran yang sesuai dengan materi yang akan diberikan kepada siswa masih membangun keaktifan siswa untuk mulai bertanya atau untuk berpikir secara kreatif tetapi kenyataannya masih kurangnya lembaga sekolah atau guru agama Kristen dalam mengembangkan atau menerapkan pembelajaran dengan pendekatan saintifik yang ada di dalam kurikulum 2013. Penelitian ini dilakukan dengan tujuan untuk mengetahui bagaimana lembaga sekolah atau guru agama kristen dalam memberikan pembelajaran yang kreatif dalam hal ini menggunakan pembelajaran dengan pendekatan saintifik dalam pelajaran Pendidikan Agama Kristen. kuantitatif adalah metode yang dipakai karena data yang diolah berhubungan dengan statistik. Pengolahan data dilakukan berdasarkan angket penelitian yang di bagikan dan di isi oleh siswa. pembelajaran dengan pendekatan saintifik terhadap pelajaran agama kristen sangat perlu dan dapat membantu peserta didik dalam membuat keterlibatan siswa dalam proses pembelajaran agar aktif. Maka untuk meningkatkan aktivitas belajar anak, perlu adanya motivasi-motivasi guru yang sekiranya anak-anak menjadi semangat dan giat dalam belajar. Hasil kajian dalam artikel ini mengungkapkan bahwa siswa menjadi aktif dalam proses pembelajaran Pendidikan Agama Kristen.

PENERAPAN MODEL PROJECT BASED LEARNING(PjBL) PADA POKOK BAHASAN TURUNAN FUNGSI BERDASARKAN KURIKULUM 2013 UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS XI. MIA-4 SMA NEGERI 1 SUNGAILIAT

2018 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Ati Lasmanawati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Project Based Learning ◽  
Knowledge And Skills ◽  
Project Completion ◽  
Derivative Function ◽  
Model Project ◽  
Stages Of Learning ◽  
Academic Year

AbstractABSTRAKPenelitian ini dilakukan untuk meningkatkan hasil belajar peserta didik berdasarkan capaian kompetensi sikap, pengetahuan, dan keterampilan pada semester genap Tahun Pelajaran 2014/2015 di SMA Negeri 1 Sungailiat. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan tahapan pembelajaran, diawali dengan pengajuan pertanyaan mendasar, penyusunan desain dan jadwal kegiatan proyek, monitoring kemajuan penyelesaian proyek, menguji hasil proyek peserta didik, dan diakhiri dengan kegiatan mengevaluasi pengalaman peserta didik selama mengerjakan tugas proyek. Hasil kajian menunjukkan bahwa keberhasilan pembelajaran terlihat dari peningkatan capaian rata-rata nilai modus untuk kompetensi sikap dengan predikat baik, untuk kompetensi pengetahuan diperoleh capaian nilai rata-rata untuk setiap Kompetensi Dasar sebesar 2,80 di Siklus pertama dan di Siklus kedua sebesar 3,10 dengan presentasi kenaikan dari Siklus pertama ke Siklus kedua sebesar 30 persen. Capaian hasil belajar untuk kompetensi keterampilan, di Siklus pertama sebesar 2,96 dan Siklus kedua sebesar 3,16 dengan presentasi kenaikan dari Siklus pertama ke Siklus kedua sebesar 20 persen. Penelitian ini disimpulkan bahwa model PjBL dapat meningkatkan hasil belajar peserta didik pada pokok bahasan Turunan Fungsi. ABSTRACTThis research was conducted to improve learning outcomes of students based on achievement of competence attitudes, knowledge and skills in the second semester of academic year 2014/2015 in SMA Negeri 1 Sungailiat. This was a classroom action research (PTK) on the stages of learning, beginning with the proposition of fundamental questions, preparation of design and schedule of the project activities, monitoring of project completion progress, evaluation of learners project results, and ending with activities to evaluate the experience of learners during working on project tasks. The effectivity of the learning process could be seen through the increase in the average achievement to competence mode value, which was predicate: good (B), for the knowledge competency, the average grade achieved for each BasicCompetency was 2.80 in the first cycle and 3.10 in the second cycle with 30persen increase between the first cycle to second cycle. The achievement of learning outcomes for skills competencies was 2.96 in the first cycle and 3.16 in the second cycle with 20persen increase between the first cycle to the second cycle. Itcan be concluded that PJBL model could improve students’ learning outcomes on the topic of derivative function.

scholarly journals Penerapan Reward dan Punishment dalam Peningkatan Prestasi Belajar Pendidikan Agama Islam Terhadap Siswa SMA di Kabupaten Pidie

2019 ◽  
Vol 2 (1) ◽  
pp. 115
Author(s):  
Raihan Raihan
Keyword(s):  
Religious Education ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Guidance And Counseling ◽  
School Life ◽  
Learning Achievement ◽  
Homeroom Teachers ◽  
And Control

The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.

scholarly journals PENDEKATAN SAINTIFIK DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM

2017 ◽  
Vol 4 (2) ◽  
pp. 243-255
Author(s):  
Abdul Munib
Keyword(s):  
Learning Process ◽  
Motivational Factors ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Scientific Approach ◽  
Innovative Learning ◽  
Internal Forces ◽  
Analyze Data

The scientific approach is an innovative learning process designed specifically for students to actively construct the concept of knowledge through several processes or stages by observing to perform an identification of a problem, and from the results of the observation students are expected to be able to formulate the problem dilajutkan by formulating hypotheses, collect data with various techniques, and analyze data, and draw conclusions and communicate concepts, laws or principles that are "discovered". The application of a scientific approach in learning will involve the skills of the process of observing, classifying, measuring, predicting, explaining, and then concluding. With this saintific approach, it is expected that students will be happy to participate in learning activities and can improve their learning motivation to follow the learning process and will ultimately have an impact on their learning achievement. Motivational factors can be said to be key to understanding the process of self-adjustment, motivation as well as emotional infrastructure needs which are internal forces that cause tension and imbalance in organisms. In general, motivation will not arise, but motivation will rise if there is a great interest, the learning process will work well if all students have a great interest in following the learning process.

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